Education as an Engine of National Development in the Industry 5.0 Era: A Critical Conceptual Framework for Arabic Language Education in Indonesian Islamic Higher Education
Keywords:
Education and national development, Industry 5.0, Human-centric education, Arabic language education, Islamic higher educationAbstract
Policy discourse on Industry 5.0 and Society 5.0 presents education as an engine of national development, yet the argument is often reduced to supplying skilled labour. This conceptual article asks how Arabic language education in Indonesian Islamic higher education can respond to this discourse without becoming merely instrumental. Using a critical policy-reading approach, it brings together human capital theory, the capability approach, Biesta's three functions of education (qualification, socialisation and subjectification) and the Islamic educational concept of ta'dib. Selected policy documents and scholarship were read purposively; no systematic search was conducted and no field data were collected. The article proposes a three-lens framework, an alignment of six policy themes with human-centric and heritage-based readings, and a policy–practice gap matrix whose scenarios are constructed for illustration and are not data. It derives four testable propositions and identifies risks, including technological determinism, labour-market reductionism, symbolic compliance and nostalgic readings of the Islamic heritage. The framework is a hypothesis for later empirical studies, such as comparative case studies of Arabic education programmes, and not an established model.
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